Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey

Hanuscin, Deborah L.

doi:10.1007/s10972-013-9341-4

Cited by 66 publications

(44 citation statements)

References 32 publications

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“…The results of several studies assumed that in order to implement the teaching practice, a teacher needs some knowledge that underlies his teaching activities (Brown et al, 2013;Hanuscin, 2013;Seung, 2013;Seung et al, 2012). In other words, becoming a teacher requires a basic knowledge to carry out learning.…”

Section: Introductionmentioning

confidence: 99%

“…Pendagogical Content Knowledge (PCK) was first introduced by Shulman (1987) as a major component of learning, emphasizing that learning is not just knowledge of material content but learning is an integration of content knowledge with pedagogical knowledge (Brown et al, 2013 ;Donnelly & Hume, 2015;Hanuscin, 2013;Rich, 2009;Nilsson & Loughran, 2012). In Hanuscin (2013), Shulman argues that PCK is a fundamental component of the knowledge base for teaching.…”

Section: Introductionmentioning

confidence: 99%

“…In Hanuscin (2013), Shulman argues that PCK is a fundamental component of the knowledge base for teaching. Others argue that PCK is part of an academic building that shows interesting ideas related to what and how to teach (Iserbyt et al, 2017;Sagır & Küçükaydın, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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This study involving prospective science teachers at SMP aims to portray the ability of Pedagogical Content Knowledge (PCK) of the teachers via resource folios. Resource folios in question are the core and PaP-eRs made by the prospective science teachers when carrying out the "Program Pengalaman Lapangan" (PPL). The subjects were six candidates conducting PPL at a junior high school and were assigned by the class teachers to teach Grade VII. The instrument used as a means of collecting data in this research is the CoRe and PaP-eRs. The instrument has been analyzed using an analytical format. The result of CoRe and PaP-eRs analysis shows that the learning activities are carried out on the whole in accordance with lesson plans that have been rendered previously. However, the instruction plan is focused more on the CoRe content materials to be studied, while the narrative of learning implementation in the PaP-eRs is emphasized more on learning activities. The results show that the PCK ability of prospective teachers still do not show the integration between content capability and pedagogical ability.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Capturing The PCK Ability of Prospective Science Teachers Using Core and PaP-Er

Nurmatin

Purwianingsih

2017

JPII

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“…Bu bağlamda öğrencilerin , öğretmen adaylarının (Akerson, Weiland, Rogers, Pongsanan & Bilican, 2014;Hacıeminoğlu, 2014;Hanuscin & diğ., 2006;Ġrez & Özyeral Bakanay, 2011;Turgut & diğ., 2010;Yalçınoğlu & Anagün, 2012), öğretmenlerin (Aslan & TaĢar, 2013;Bartos & Lederman, 2014;Hanuscin, 2013;Herman, Clough & Alson, 2012;Posnanski, 2010) bilimin doğasının bileĢenleri hakkındaki görüĢlerini belirleyen araĢtırmalar yapılmıĢtır. AraĢtırmalarda öğrencilerin, öğretmen adaylarının ve öğretmenlerin bilimin doğasına iliĢkin görüĢlerinin istenilen seviyede olmadığı sonucuna varılmıĢtır (Akerson & diğ., 2014;Hanuscin & dig., 2006;Herman & diğ., 2012;Ġrez & Özyeral Bakanay, 2011;Leblebicioğlu & diğ., 2012;Leblebicioğlu & diğ., 2011;Posnanski, 2010;Quigley & diğ., 2010;Yalçınoğlu & Anagün, 2012).…”

Section: Introductionunclassified

İlköğretim Fen Dersi Öğretim Programlarında Bilimin Doğası: 2005 ve 2013 Programlarının İncelenmesi

Özden¹,

Cavlazoğlu²

2015

JOQRE

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Özet. Bu çalıĢma, 2005 ve 2013 fen dersi öğretim programlarında doğrudan öğretim yaklaĢımına göre bilimin doğası ve bileĢenlerine yer verilme durumunu incelemeyi amaçlamıĢ ve temel nitel araĢtırma deseni kullanılarak gerçekleĢtirilmiĢtir. Temel nitel araĢtırma deseni, fen eğitimi programlarında bilimin doğası anlayıĢının geliĢimini anlamak ve yorumlamak amacıyla iĢe koĢulmuĢtur.AraĢtırma sorusuna yanıt verecek fen dersi öğretim programlarını belirlemek amacıyla amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme stratejisinden yararlanılmıĢtır. Bu kapsamda veri kaynağı olarak kullanılacak dokümanları seçmek için Ģu ölçütler belirlenmiĢtir: (i) Programda bilim okuryazarlığı amaç olarak belirtilmelidir, (ii) Programda "bilimin doğası" ya da bilimin doğası ile yakından iliĢkili olan "fen-teknoloji-toplum-çevre" konularına yer verilmelidir, (iii) Öğretim programı ilköğretim basamağı için hazırlanmıĢ olmalıdır. Bu ölçütleri karĢılayan 2005 Fen ve Teknoloji ve 2013 Fen Bilimleri Dersi Öğretim Programları temel veri kaynakları olarak belirlenmiĢtir. Veriler, nitel içerik analizi tekniğini kullanarak çözümlenmiĢtir.AraĢtırmada, her iki programın da bilimin doğasının bileĢenlerine doğrudan yaklaĢıma göre yer vermek bakımından oldukça yetersiz olduğu ve bilimin doğasının kimi bileĢenlerine ise hiç yer verilmediği görülmüĢtür.Bilim okuryazarlığını gerçekleĢtirmek üzere 2013 Fen Bilimleri Dersi Öğretim Programı"nın bilimin doğası bakımından gözden geçirilmesi ve güçlendirilmesi önerilmektedir. Anahtar sözcükler: Ġlköğretim fen dersi öğretim programı, bilim okuryazarlığı, bilimin doğasıAbstract. In the present study, using a basic qualitative research design NOS aspects regarding explicit approach in 2005 and 2013 Turkish elementary school science curricula was investigated. This research design approach helped us to explore the curricula by comparing their NOS aspects within a qualitative research perspective. In order to answer our research questions, criterion sampling strategy was used. To do so, three criteria were considered: (i) targeted curriculum should have a goal for scientific literacy, (ii) targeted curriculum should include topics about NOS or related topics to NOS such as sciencetechnology-society-environment, (iii) targeted curriculum should be developed for elementary school level science classrooms. Therefore, 2005 and 2013 Turkish elementary school science curricula, which met our sampling criteria, were our sample in this study. In analyzing these two curricula, a qualitative content analysis technique was employed. Based upon our analysis we found that both 2005 and 2013 Turkish elementary school science curricula ignored some aspects of NOS in terms of explicit approach and did not contain a sufficient level of NOS aspects. It can be suggested that 2013 Turkish elementary school science curricula should be revised and empowered in terms of nature of science to achieve scientific literacy.

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“…The first PCK introduced as a core component in the knowledge base for teaching, which emphasizes that teaching is not just knowledge of the subject matter(5), but teaching is a combination of knowledge pedagogical content knowledge (3,6,7). PCK become the focus of science educators in investigating the profile and increase science teachers (8) PCK ability was first revealed by Shulman simply divided into two components: knowledge about the representation of content and knowledge about the difficulties in the subject-matter content (7,9).…”

Section: Introductionmentioning

confidence: 99%